| Preschool Academic Standards | Teaching Strategies GOLD | HighScope COR | Colorado Building Blocks | Head Start Child Development & Early Learning Framework |
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Communication in Languages other than English 1 - Communicate about very familiar topics (written or oral) using isolated words and high-frequency phrases (interpersonal mode) a - Copy and exchange simple messages |
No Match | No Match | No Match | No Match |
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Communication in Languages other than English 1 - Communicate about very familiar topics (written or oral) using isolated words and high-frequency phrases (interpersonal mode) b - Imitate modeled words and phrases using intonation and pronunciation |
No Match | No Match | No Match | No Match |
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Communication in Languages other than English 1 - Communicate about very familiar topics (written or oral) using isolated words and high-frequency phrases (interpersonal mode) c - Form simple sentences on very familiar topics using learned vocabulary and high frequency phrases |
No Match | No Match | No Match | No Match |
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Communication in Languages other than English 1 - Communicate about very familiar topics (written or oral) using isolated words and high-frequency phrases (interpersonal mode) d - Use words and phrases without awareness of grammatical structures |
No Match | No Match | No Match | No Match |
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Communication in Languages other than English 1 - Communicate about very familiar topics (written or oral) using isolated words and high-frequency phrases (interpersonal mode) e - Answer simple questions about very familiar topics |
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Communication in Languages other than English 2 - Comprehend isolated words and high frequency phrases (written and oral) on very familiar topics (interpretive mode) a - Understand short, simple conversations and narratives using objects, visuals and gestures |
No Match | No Match | No Match | No Match |
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Communication in Languages other than English 2 - Comprehend isolated words and high frequency phrases (written and oral) on very familiar topics (interpretive mode) b - Respond to questions seeking clarification (for example, do you understand? What is this?) |
No Match | No Match | No Match | No Match |
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Communication in Languages other than English 2 - Comprehend isolated words and high frequency phrases (written and oral) on very familiar topics (interpretive mode) c - Follow simple commands |
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Communication in Languages other than English 2 - Comprehend isolated words and high frequency phrases (written and oral) on very familiar topics (interpretive mode) d - Recognize the symbols of the target language writing system |
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Communication in Languages other than English 3 - Present on very familiar topics (written and oral) using isolated words and high-frequency phrases (presentational mode) a - Reproduce high-frequency words and phrases |
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Communication in Languages other than English 3 - Present on very familiar topics (written and oral) using isolated words and high-frequency phrases (presentational mode) b - Use words derived from cognates, prefixes and thematic vocabulary |
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Communication in Languages other than English 3 - Present on very familiar topics (written and oral) using isolated words and high-frequency phrases (presentational mode) c - Recite single-word or high-frequency responses to visual cues |
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Knowledge and Understanding of Other Cultures 1 - Identify common practices within the target cultures studied a - Acknowledge and imitate basic greetings and gestures |
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Knowledge and Understanding of Other Cultures 1 - Identify common practices within the target cultures studied b - Identify some common social practices at home and school |
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Knowledge and Understanding of Other Cultures 1 - Identify common practices within the target cultures studied c - Identify a few major traditions and celebrations |
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Knowledge and Understanding of Other Cultures 2 - Identify common products of the target cultures studied a - Use language resources, including authentic materials, to identify daily products that are unique to the target culture and common to other cultures (such as food, clothes and transportation) |
No Match | No Match | No Match | No Match |
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Knowledge and Understanding of Other Cultures 2 - Identify common products of the target cultures studied b - Use language resources, including authentic materials, to identify common expressive products that are unique to the target culture and common to toehr cultures (songs, artwork, crafts, etc.) |
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Creativity 4 - Appreciation of the Arts Children express interest in and begin to build a knowledge base in the arts. a - Begin to understand and develop a vocabulary to share opinions about artistic creations and experiences |
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Connections with Other Disciplines and Information Acquisition 1 - Identify information that can be gathered from target language resources connected to other content areas a - Identify resources connect to other content areas in the target langauge (i.e. math systems, maps, weather patterns and forecasts) |
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Connections with Other Disciplines and Information Acquisition 1 - Identify information that can be gathered from target language resources connected to other content areas b - Identify concepts, information and vocabulary in target language resources which incorporate knowledge in other content areas |
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Connections with Other Disciplines and Information Acquisition 2 - Use authentic resources to locate basic information a - Extract ideas and key words from authentic resources |
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Connections with Other Disciplines and Information Acquisition 2 - Use authentic resources to locate basic information b - Use knowledge obtained from authentic resources to apply to new topics |
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Comparisons to Develop Insight into the Nature of Language and Culture 1 - Identify similarities and differences of the most basic vocabulary through comparisons of the student's own language and the language studied a - Recognize basic vocabulary in both the native langauge and their own langauge to make comparisons |
No Match | No Match | No Match | No Match |
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Comparisons to Develop Insight into the Nature of Language and Culture 1 - Identify similarities and differences of the most basic vocabulary through comparisons of the student's own language and the language studied b - Recognize some simple structures in the target langauge that differ from tehri own language |
No Match | No Match | No Match | No Match |
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Comparisons to Develop Insight into the Nature of Language and Culture 1 - Identify similarities and differences of the most basic vocabulary through comparisons of the student's own language and the language studied c - Recognize different pronunciation and intonation of individual words and basic phrases |
No Match | No Match | No Match | No Match |
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Comparisons to Develop Insight into the Nature of Language and Culture 1 - Identify similarities and differences of the most basic vocabulary through comparisons of the student's own language and the language studied d - Recognize features of their native and target language such as prefixes, suffixes, word roots, idioms, and sentence structure |
No Match | No Match | No Match | No Match |
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Comparisons to Develop Insight into the Nature of Language and Culture 2 - Identify and recognize the nature of culture through comparisons of the target culture(s) and the student's own culture a - Identify the relationship between cultural perspectives and expressive products (music, visual arts, age level forms of literature) of the target culture(s) and their own |
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Creativity 4 - Appreciation of the Arts Children express interest in and begin to build a knowledge base in the arts. d - Begin to notice differences in the arts from a variety of cultures. |
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Comparisons to Develop Insight into the Nature of Language and Culture 2 - Identify and recognize the nature of culture through comparisons of the target culture(s) and the student's own culture b - Recognize an understanding of the form, meaning, and importance of certain practices in the target culture(s) and their own |
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Comparisons to Develop Insight into the Nature of Language and Culture 2 - Identify and recognize the nature of culture through comparisons of the target culture(s) and the student's own culture c - Identify and compare tabgible products (toys, sports equipment, food) and intangible products (concept of time, daily routine, peer relationships, holidays, traditions) of the target culture(s) to those of their own |
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Social and Emotional Development 5 - Sense of Community Children increasingly demonstrate a sense of belonging to the program, family and community. c - Participate in the care of the learning environment. Demonstrate progress toward an understanding and valuing of similarities and differences among people. |
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Comparisons to Develop Insight into the Nature of Language and Culture 2 - Identify and recognize the nature of culture through comparisons of the target culture(s) and the student's own culture d - Recognize the contributions of the target cultures to the student's culture and vice versa |
No Match | No Match | No Match | No Match |